Authors Title

1 Espinosa A.B., Villalobos L.O. Adiós a los académicos en las Universidades

públicas Mexicanas: ¿qué perdemos?, ¿qué
ganamos?

2 Martelo R.J., Rodriguez J.A., Villabona N. Methodological guide to determine

pedagogical practices of teachers in higher
education institutions [Guía metodológica
para determinar prácticas pedagógicas de
docentes en instituciones de educación
superior]

3 Montanares E.G., López P.A.J. Teaching practices and beliefs of university

teachers in Chile [Creencias y prácticas de
enseñanza de profesores universitarios en
Chile]
4 García-Ubaque J.C., Sastre-Cifuentes R.E., Becerra- Contributions to medicine and education of
Peñaranda L.S. the hospital San Juan de Dios [Aportes del
hospital San Juan de Dios a la medicina y a la
educación]
5 Fernández R.G., Recalde O.O., Méndez A.O.,
Prendes L.D.R., Rivera F.C., Pinzón-Daza M.L.,
Matta A.L.S.
Resources for the teaching-learning of
complex biochemistry topics in medical
education [Recursos para la enseñanza-
aprendizaje de temas complejos de
Bioquímica en la educación médica]
6 Díez L.F., Valencia A., Bermúdez J.
7 Acebedo-Afanador M.J., Aznar-Díaz I., Hinojo-
Lucena F.J.
Agent-based Model for the Analysis of
Technological Acceptance of Mobile Learning
A method for the assessment of competence-
based learning tools: A case study
[Instrumentos para la evaluación del
aprendizaje basado en competencias: Estudio
de caso]
8 Troncoso Gacitúa D., Pérez V. C., Vaccarezza G. G., The influence of pedagogic and discipline
Aguilar A. C., Muñoz N. N.
9 Williams C., Santelices L., Ávila M., Soto M.,
Dougnac A.
training on the teaching quality of university
professors [¿Se relaciona la capacitación
docente con las prácticas pedagógicas en
académicos de carreras de la salud de Chile?]
The impact of a self-directed teaching
approach on academic performance of
medical students [Impacto de la aplicación
del enfoque de autorregulación del
aprendizaje sobre los resultados en
asignaturas de corte científico en estudiantes
de medicina de la Universidad Finis Terrae]
10 Eymann A., Perez L., Busaniche J., Cacchiarelli N., Training students on research, while studying
Ceriani Cernadas C., Wahren C.
11 Cid J.E., Cuadra L.P., Cuevas S.H., Villalobos A.A.
Pediatrics in the School of Medicine. Teaching
experience [Experiencia docente en la
enseñanza de investigación en estudiantes de
Medicina de la materia Pediatría]
Articulation education and work: A study
from the teachers' perspective in Chilean
regional technical education and their needs
for educational improvement [Articulación
Educación y Trabajo: Un estudio desde la
Mirada de los Docentes de la Educación
Técnica Regional Chilena y sus Necesidades
de Perfeccionamiento Pedagógico]
12 Marín F.V., Inciarte A.J., Hernández H.G., Pitre R.C. Strategies of institutions of higher education
for the integration of information and
communication technologies and of
innovation in the teaching process. A study in
the district of Barranquilla, Colombia
[Estrategias de las instituciones de educación
superior para la integración de las tecnología
de la información y la Comunicación y de la
innovación en los procesos de enseñanza. Un
estudio en el distrito de Barranquilla,
Colombia]

13 Carvajal-Hermida E.Y., Pérez-Giraldo B., Sánchez- Strengthening of teaching-service

Herrera B. partnerships for the progress of nursing in
Colombia [Fortalecimiento de las alianzas
docencia-servicio para el avance de la
enfermería en Colombia]
14 Matus B. O., Ortega B. J., Parra P. P., Ortiz M. L.,
Márquez U. C., Stotz R. M., Fasce H. E.
The educational context to train health care
professionals. A qualitative approach
[Condiciones del contexto educativo para
ejercer el rol docente en ciencias de la salud.
Un enfoque cualitativo]
15 Delfino A., Carmona J., Paredes S., Riquelme A.,
Corvetto M., Altermatt F., Echevarria G.
Simulation can improve patients' security in
gastrointestinal endoscopic procedures under
sedation [La simulación puede mejorar la
seguridad de los pacientes sometidos a
procedimientos endoscópicos
gastrointestinales bajo sedación]
16 Correa-Bautista J.E. Pedagogical content knowledge (PCK) in
physiology professors [Conocimiento
pedagógico de contenido en docentes de
fisiología]

17 Parra-Esquivel E.I., Gómez-Galindo A.M., Peñas-
Felizzola O.L.
Active learning in students of the subject
occupation and welfare in the occupational
therapy program of universidad nacional de
Colombia [Didácticas activas en la asignatura
Ocupación y Bienestar del programa
universitario Terapia Ocupacional de la
Universidad Nacional de Colombia]
18 Méndez M.R.R. Análisis pedagógico de la docencia en
educación a distancia

19 Constanza Carrasco Z., Cristhian Pérez V., Graciela Teaching practices and learning strategies in
Torres A., Eduardo Fasce H. health careers [Relación entre prácticas
pedagógicas y estrategias de aprendizaje en
docentes de carreras de la salud]
20 Madera-Anaya M., Tirado-Amador L., González-
Martínez F.
Empathy-related factors in Nursing students
of the Cartagena University [Factores
relacionados con la empatía en estudiantes
de Enfermería de la Universidad de
Cartagena]

21 Pérez V. C., Vaccarezza G. G., Aguilar A. C., Coloma Factor analysis and internal consistency of
N. K., Salgado F. H., Baquedano R. M., Chavarría R. pedagogical practices questionnaire among
C., Bastías V. N. health care teachers [Cuestionario de
prácticas pedagógicas: Análisis de su
estructura factorial y consistencia interna en
docentes de carreras de la salud]
22 Mansilla Sepúlveda J., Ricouz Moya A. Clinical teaching role experience of nurses at
hospitals of Southern Chile [Vivencia del rol
docente clínico de enfermeras de hospitales
del sur de Chile]
23 Betancourt Galeano W., Castrillón Muñoz E.,
Godoy Jaimes K.A., Matheus Lamus J., Ramírez
Rivera S.M., Ríos Castañeda S.V.
24 González F., Sáez K., Ramírez J.
A Teaching Experience: Psychiatric Interview
on a Simulated Scenario with the
Participation of Actors of the Altergesto
Theater Group [Experiencia pedagógica:
escenario de simulación de entrevista
psiquiátrica con la participación de actores
del grupo de teatro representativo Altergesto]
Learning style profiles and academic
improvement in the first year of nursing
[Perfiles de estilos de aprendizaje y
rendimiento académico en estudiantes de
primer año de enfermería]
25 Mosquera R., Parra-Osorio L., Castrillón O.D. Methodology for predicting the psychosocial
risk level on colombian teachers using data
mining techniques [Metodología para la
predicción del grado de riesgo psicosocial en
docentes de colegios colombianos utilizando
técnicas de minería de datos]

26 Ganga Contreras F., Villegas Villegas F., Uriola Management of research centers: Case of the
López K., Tapia Henríquez M. university of antofagasta of Chile [Gestión de
núcleos investigativos: Caso de la universidad
de antofagasta de Chile]
27 Younes C., Escobar D.A., Holguín J.M. Equity, accessibility and transport.
Explanatory application by accessibility
analysis of the university sector of manizales
(Colombia) [Equidad, accesibilidad y
transporte. Aplicación explicativa mediante
un análisis de accesibilidad al sector
universitario de manizales (Colombia)]

28 Hirsch C.D., Barlem E.L.D., Barlem J.G.T., Dalmolin Cross-cultural adaptation and validation of
G.L., Pereira L.A., Ferreira A.G. the nursing student satisfaction scale for use
with Brazilian nursing students [Adaptação
cultural e validação do instrumento Nursing
Student Satisfaction Scale para estudantes de
enfermagem brasileiros] [Adaptación cultural
y validación del instrumento Nursing Student
Satisfaction Scale para estudiantes brasileños
de enfermería]
29 Santelices L., Williams C., Soto M., Dougnac A. Evaluation of a teaching training program
implemented in a faculty of medicine
[Evaluación de un programa de
perfeccionamiento docente implementado en
la Facultad de Medicina de la Universidad
Finis Terrae]

30 Brijaldo-Rodríguez M.I., Sabogal-Modera M.L. Trayectos de uso de TIC: Caso de la

universidad javeriana
31 Domínguez L.C., Vega N.V., Espitia E.L., Sanabria
Á.E., Corso C., Serna A.M., Osorio C.
Impact of the flipped classroom strategy in
the learning environment in surgery: A
comparison with the lectures [Impacto de la
estrategia de aula invertida en el ambiente de
aprendizaje en cirugía: Una comparación con
la clase magistral]
32 Figueroa C., Calvo I., González C., Sandoval D.,
Padilla O., Le Roy C., Delfino A., Arab J.P., Pizarro
M., Solís N., Riquelme A., Riquelme A.
33 Bravo M. D.A., Rengifo R. C.F.
Introduction of virtual patients to clinical case
portfolios for undergraduate medical
students [Incorporación de paciente virtual
en portafolio de estudiantes de medicina de
pregrado]
Herramienta para la enseñanza de las
ecuaciones de Lagrange basada en la
simulación de sistemas dinámicos
34 Triviño X., Sirhan M., Moore P., Montero L. Experiences in the implementation of a
faculty development program for teching for
professors of a University of Medicine in Chile
[Experiencias en la implementaciÓn de un
programa de formaciÓn en docencia para
profesores de medicina en una Universidad
de Chile]

35 dos Santos-Fernandes L., Fernandes-Campos A. The Teaching of Chemical Bonding using a

Problem-Situation Approach [Enseñanza del
Enlace Químico desde una Perspectiva
Situación-Problema]
36 Guevara-Guzmán R., Aguilar M.E.U.
37 Santelices L., Williams C., Soto M., Dougnac A.
El papel formativo del laboratorio en la
enseñanza de las ciencias fisiológicas
The efficiency of self-regulated learning in the
teaching of scientific concepts to health
sciences students [Efecto del enfoque de
autorregulación del aprendizaje en la
enseñanza de conceptos científicos en
estudiantes universitarios en ciencias de la
salud]
38 Hernández D.M., Duque L.F., Restrepo A.
39 Puello P., Fernández D., Cabarcas A.
Design of a program for the positive
development of schoolchildren and
characteristics of participants (Medellin,
Colombia) [Diseño y características de los
participantes de un programa para el
desarrollo positivo de escolares (Medellín,
Colombia)]
Methodology for detecting learning styles in
students using the moodle platform
[Herramienta para la detección de estilos de
aprendizaje en estudiantes utilizando la
plataforma moodle]
40 Diaz Narváez V.P., Palacio L.M.A., Caro S.E., Silva
M.G., Castillo J.A., Bilbao J.L., Acosta J.I.
41 Vrancken S., Engler A.
Empathic orientation among medical
students from three universities in
Barranquilla, Colombia and one university in
the Dominican Republic [Orientación
empática de estudiantes de medicina en tres
universidades de Barranquilla, Colombia y en
una universidad de República Dominicana]
Introduction to derivative from variation and
change: Research results with first year
university students [Una Introducción a la
Derivada desde la Variación y el Cambio:
Resultados de una investigación con
estudiantes de primer año de la universidad]
Year Source title Link
2018 Perfiles Educativos Scopus

2018 Espacios Scopus

2018 Revista Electronica de Investigacion Scopus

Educativa
2018 Revista Facultad de Medicina Scopus
2017 Revista Cubana de Educacion Medica Scopus
Superior
2017 IEEE Latin America Transactions Scopus

2017 Informacion Tecnologica Scopus

2017 Revista Medica de Chile Scopus

2017 Revista Medica de Chile Scopus

2017 Archivos Argentinos de Pediatria Scopus

2017 Informacion Tecnologica Scopus

2017 Formacion Universitaria Scopus

2017 Revista Gerencia y Politicas de Salud Scopus

2017 Revista Medica de Chile Scopus
2017 Revista Chilena de Anestesia Scopus
2017 Revista Facultad de Medicina Scopus

2017 Revista Facultad de Medicina Scopus

2016 Perfiles Educativos Scopus

2016 Revista Medica de Chile Scopus

2016 Enfermeria Clinica Scopus

2016 Revista Medica de Chile Scopus

2016 Ciencia y Enfermeria Scopus
2016 Revista Colombiana de Psiquiatria Scopus

2016 Ciencia y Enfermeria Scopus

2016 Informacion Tecnologica Scopus

2016 Revista Venezolana de Gerencia Scopus

2016 Informacion Tecnologica Scopus

2016 Revista Latino-Americana de Enfermagem Scopus

2015 Revista Medica de Chile Scopus

2015 Magis Scopus

2015 Biomedica Scopus
2015 Revista Medica de Chile Scopus

2014 Revista Mexicana de Fisica E Scopus

2014 Revista Peruana de Medicina Experimental Scopus
y Salud Publica

2014 Formacion Universitaria Scopus

2014 Gaceta Medica de Mexico Scopus

2014 Revista Medica de Chile Scopus

2014 Gaceta Sanitaria Scopus

2014 Formacion Universitaria Scopus

2014 Archivos Argentinos de Pediatria Scopus

2014 Bolema - Mathematics Education Bulletin Scopus

Abstract Author Keywords
Este artículo analiza las implicaciones en la docencia y la investigación Academics; Regulation; Research;
derivadas del retiro por jubilación de los académicos en dos universida- Retirement; Teaching
des públicas mexicanas, la Universidad Autónoma Metropolitana (UAM)
y la Universidad Autónoma Chapingo (UACh), en el contexto de la regu-
lación del trabajo académico vigente. La investigación se realiza desde el
estudio de dos casos analizados bajo el método comparado, con base en
una metodología mixta. El trabajo concluye que, en general, las universi-
dades no han diseñado una estrategia institucional para planear la salida
de los académicos que se retiran por jubilación y la entrada de quienes
habrán de sustituirlos. Se asume que este proceso ocurre de forma
natural y afecta de manera diferenciada a la docencia y a la
investigación, según sea el perfil que las instituciones hayan construido
históricamente.

A methodological guide is proposed to determine pedagogical practices Activities; Methodologies;

of teachers in higher education institutions (HEI), through brainstorming Prospective; Resources; Strategies;
and Régnier's abacus. The research is quantitative of nonexperimental Teaching
transectional design. The sample consisted of 46 teachers from the
Business Administration program of the University of Cartagena. The
results identified and compared approximately 300 pedagogical practices
to propose 7, evaluated as the most frequently used in teaching
processes. © 2017.

This paper discusses the teaching practices and beliefs of university Education; Teaching; Teaching
teachers in the city of Temuco in Chile. To that effect, twelve university methods
teachers working with fourth and fifth-level students in a health degree
were asked open-ended questions. Data analysis followed the principles
of grounded theory (GT) methodology. Open coding was used for the
analysis, which produced the category "Teaching practices and beliefs"
and four sub-categories: 1) educational planning, 2) teaching
methodology, 3) an epistemological model of teaching, and 4) the micro-
curriculum. The results of the study show that, as part of their teaching
beliefs, teachers place value on practices that make it easier for students
to participate and be active in class, but which are also inflexible and
restricted by aspects such as planning and previously established
programs. Consequently, they need to examine the basis of their beliefs
and pedagogical knowledge more thoroughly to inject new meaning into
their work in the classroom, thus improving education at this level.
Introduction: Studying the academic and scientific contributions from Education; Educational technology;
the San Juan de Dios Hospital Complex (CHSJD by its acronym in Spanish) Health occupations; Hospitals;
—which include the San Juan de Dios Hospital, Instituto Materno Infantil Knowledge management (MeSH);
and Instituto de Inmunología— during the twentieth century is an Medical; School; Teaching;
important conceptual basis for promoting the development of university Universities
hospitals in the country and the continent. Objective: To expose the
contributions from the CHSJD to different fields of medicine, the
development of medical education and the construction of the school of
Medicine. Materials and methods: A qualitative descriptive analysis was
carried out, focusing on the main milestones reached by the CHSJD in
the period between 1866 and the suspension of its activities. Key
informants were interviewed, and an online survey and a documentary
review were performed. Results: Thanks to its association with the
faculties of the Universidad Nacional de Colombia, the San Juan de Dios
Hospital was a pioneering university hospital in Colombia. Its multiple
contributions in different disciplines are still in force and, despite its
closing, it is still recognized as one of the largest sources of scientific
knowledge in the country. Conclusion: It is essential for the development
of university hospitals that the scientific-teaching staff takes on the
challenge of implementing and developing innovations aimed at solving
health challenges. © 2018, Universidad Nacional de Colombia. All rights
reserved.
Introduction: Information and communication technologies (ICTs) have Biochemistry; Information and
modified the way knowledge is transmitted and assimilated. In medical communication technologies;
education, they are considered fundamental for the optimization of the Learning; Medical education;
teaching-learning process, to favor the appropriation and integration of Teaching
knowledge, and to support classroom activities. An effective application
of these tools requires the identification of the most difficult topics for
students, allowing to precisely address their use for the solution of
learning problems. Methods: The Biochemistry topic with more
difficulties was identified and a virtual tool was designed with animated
slides, drawings and graphs that would address it. Students received
conceptual guidance that they prepared and discussed with the
professor. Later on, they accessed the tool to reinforce homework. The
efficacy of the tool was evaluated on comparing the results of the
evaluations before and after applying it and evaluated the students’
attitude towards their use. Results: The global difficulty index identified
the metabolism of nitrogen compounds as a critical issue. The
implementation of the tool increased the success in the intra- and inter-
semester quizzes. The students’ attitude towards the use of the tool was
favorable, they considered it useful to reinforce their knowledge and to
improve their academic training. Conclusion: The use of the information
and communication technologies in higher education favors the process
of self-learning and raises the need for a greater integration or
structured and adapted implementation of this type of tools to the
students’ environment. © 2017, Editorial Ciencias Medicas. All rights
reserved.
Learning through mobile devices (mobile learning) has been positioning Agent-based model; mobile
as an alternative to mitigate the difficulties of coverage, mobility, learning; strategy; technology
accessibility and interactivity in the teaching and learning process in diffusion
university students. However, there are still limited studies about factors
of adoption, appropriation and distribution of mobile learning, to help to
understand the diffusion process of virtual learning tools in students. On
this research, our goal is to examine the factors that influence the
intention to use virtual learning tools by university students. The
proposed methodology is based on the construction of an agent-based
model developed on NetLogo to simulate the process of heterogeneous
adoption through individual behaviors and interactions. The results have
been validated in depth interviews with 15 teachers with experience in
mobile learning, and it observed that the developed model (called
AMOL) explains the behavior of the intended use of m-learning in
institutions of higher education. As results, it showed that encourage the
experience of using virtual learning tools for elementary and high school
education is the best strategy to provide university students a greater
adoption of mobile devices for learning purposes. © 2003-2012 IEEE.

The present article synthesizes the results of the investigation named Competences; Evaluation
Diagnostic and proposal for the effective design of the learning instruments; Higher education;
evaluation instruments based on the competences in the Autonomous Learning evaluation; Teaching-
University of Bucaramanga. It intends to analyze the techniques and learning
instruments of the learning evaluation in the face-to-face undergraduate
courses in the Autonomous University of Bucaramanga (Santander,
Colombia), based on their institutional approach. The investigation has a
mix methodology, combining the qualitative aspect (focus group) with
the quantitative one (questionings to both teachers and students). The
results of the research are given based on the types, ends and
competences that assess the perceptions and expectations of the
docents, contrasted with those of the learners. From these inferences,
some reflections on the strategies of evaluation of the learning within
the framework of the educational relations of teaching and learning,
own of the academic dynamics of the Institution are exposed.
Background: University teachers prioritize acquiring knowledge about Education, medical; Faculty,
their disciplines over pedagogic training. However, the latter is becoming medical; Programmed instruction
increasingly important in the present teaching scenario. Aim: To relate as topic; Staff development;
pedagogic practices with pedagogic training of teachers from health care Teaching
careers of public and private universities. Material and Methods:
Pedagogic practice and training activities participation questionnaires
were answered by 296 teachers of undergraduate students from Chilean
public and private universities. Results: There was a direct correlation
between discipline training and all pedagogic practice factors. However,
pedagogic training correlated with all the factors with the exception of
teacher centered learning. Teachers with a master degree had higher
scores in factors related to teaching planning and process assessment.
Having a doctor degree had no impact on these factors. A multiple
regression analysis showed that both discipline and pedagogic training
and having a master degree were associated with pedagogic practices of
teachers. Conclusions: Both pedagogic and discipline training influence
the quality of teaching provided by undergraduate teachers. © 2017,
Sociedad Medica de Santiago. All rights reserved.

Background: Students should be encouraged to become reflexive and Education, Medical; Education,
develop autonomous, lifelong learning habits. Therefore, teachers Medical, undergraduate; Learning;
should focus on learning strategies which stimulate autonomous Teaching
learning. Aim: To assess the impact of a self-directed teaching
methodology on the academic performance of medical students in
cellular biology and biochemistry. Materials and Methods: During 2013,
85 students received a traditional teaching methodology and during
2014, 85 students received a self-directed learning methodology. The
grades obtained and the number of failures in the courses of cellular
biology and biochemistry were compared in both groups. Results: The
percentages of students approved at the end of the courses during 2013
and 2014 were 64 and 96% respectively (p < 0.01). The grades obtained
by the 2014 students were also significantly higher than those obtained
by 2013 students. Conclusions: This study confirms that academic
performance improves with a self-directed teaching approach. © 2017,
Sociedad Medica de Santiago. All rights reserved.
Research is important during university education. The objective was to Medical; Pediatrics; Research;
describe the teaching of an exercise in clinical research and its Student; Teaching
perception by students. Medical students conducted a research work in
groups coordinated by a tutor. We evaluated the importance the
students gave to research learning and we assessed the satisfaction of
having participated in the activity in a scale from 1 to 10. Eighty-one
students developed 14 research exercises, 44.4% reported having
received training in research methodology before and 11.1% had
participated in some research study. They assigned a score of 8 out of 10
to the importance of research and 9 out of 10 to the satisfaction of
having participated in the activity. The aspects of the exercise in clinical
research perceived as positive were that it favoured teamwork and
helped students to understand how to conduct a research study.

In the framework of the Performance Agreement UCO2013, between the Continuing education; Teacher
Ministry of Education and the University of Concepción (Chile), named training; Technical and vocational
"UdeC Teachers: Protagonists of change in the society of knowledge", a education; Work and education
study has been carried out to determine the needs for improvement and
requirements for the continuous formation of technical high-school
teachers from four provinces of the Bio-Bio region in Chile: Concepción,
Arauco, Biobío and Ñuble. The research type was exploratory, applying a
quantitative methodology with a questionnaire survey design. The
studied universe covered 116 educational centers and 3.623 teachers of
all four provinces of the Bio-Bio region. The random sample was made
up of 80% of the already mentioned educational centers, whose teaching
staff constituted a homogeneous group with similar professional
interests and motivations. Of outstanding relevance among these
common interests is the need for continuing education programs in the
areas of teacher training management and internship.
The article reports the results of study done to analyze the dynamics of Higher education; ICT; Innovation;
the universities of Barranquilla, Colombia, around the strategies of Learning; Teaching
integration of Information and Communication Technologies (ICT) and of
Innovation in university teaching. The study was carried out under a
quantitative approach, using a descriptive-explanatory-analytical design,
through the survey technique. A questionnaire including four categories
of analysis was applied. The results show that 71% of the institutions
studied do not have refresher courses for teachers to train on ICT on a
continuous basis. It is also found that 64% of the institutions studied do
not design methodologies for teaching and learning mediated by ICT
with participation of teachers. It is concluded that higher education
institutions of Barranquilla require strategies of integration and
articulation of innovative technologies that strengthen didactics in their
teaching processes.

Objective: To review the conceptual, theoretical and empirical trends on Advanced practice nursing;
the strengthening Teaching-Service Partnerships for the progress of Education, nursing; Higher
nursing in Colombia. Method: Systematic review of literature. Results: education policy, health policy;
The bibliographic tracking was performed between 2013 and 2015, Joint ventures; Nursing
under the descriptors Nursing, Advanced Practice and Education or
Teaching. The search resulted in 23 articles, which were fully analyzed.
Conclusions: There is a predominance of conceptual and theoretical
analysis of nursing practice approaches. In order to strengthen the Policy
of Teaching-Service Partnerships it is recommended to work by
competencies, to improve the relationship with the patient, and to
approach the Health system fully. To have the highest nursing education
in the clinic, means to qualify nursing and to approach new challenges
and demands of autonomy. Strengthening Teaching-Service Partnerships
is necessary for the qualification of nursing practice in Colombia.
Background: There are differences in the educational context in Health Grounded theory; Health
Sciences, between clinical and non-clinical teachers. Therefore, the education; Health educators;
didactic and reflexive peculiarities of both educational scenarios should Qualitative research
be analyzed. Aim: To describe the conditions of the educational context
in Health Sciences for the practice of the teaching role in a Chilean
university. Material and Methods: Qualitative study, performed
according to Grounded Theory of Strauss and Corbin. Thirty one teachers
from six health sciences programs were selected according to Patton’s
maximum variation criterion and contacted personally, after an informed
consent process. Semi-structured interviews and focus group were
performed, analyzed by open coding, using the constant comparison
method, with the Atlas-ti 7.5.2 software. Results: Six conditions of the
educational context that can support the teaching role in these careers
emerged. Namely, a clinical field suited for patient attention and
teaching, classrooms designed for the new educational models, number
of students in the classrooms and clinical settings, insertion programs for
teachers’ training, teachers’ coordination and economic resources of the
program. Conclusions: Health Sciences programs are developed in a
complex educational context, having to articulate diverse elements to
train professionals. Therefore, it is fundamental to understand the
conditions of the educational context that can favor the practice of the
teaching role, thus generating improvements in teaching-learning
process. © 2017, Sociedad Medica de Santiago. All rights reserved.
Background: Appropriate sedation is crucial for a successful Conscious sedation; Education;
gastrointestinal endoscopy procedure (GEP); however, this is associated Gastrointestinal endoscopy;
with adverse events, therefore adequate capacitation in this subject is Simulation training
mandatory. Simulation is an excellent teaching tool but its use in the
setting of sedation teaching for GEP has not bee explored. The aim of
this study was to assess the impact of a simulation course on sedation
for GEP procedures done by endoscopist. Methods: A checklist to assess
the endoscopists' sedation performance for GEP was developed. This
checklist was used to assess the sedations' quality before and after a
high fidelity sedation simulation course for GEP. Differences before/after
the intervention was calculated using the McNemar's test. A p ≤ 0,05 was
considered significant. Results: All participants were assessed 15 times
pre and post intervention. After the simulation, there was a significant
improvement in patients' airway assessment, in the level of awareness
about patients' condition during the procedure and in the monitoring
after the procedure. All participants considered simulation should be
compulsory before obtaining a license to sedate patients. Conclusions:
The implementation of a sedation course based on simulation cases
directed to endoscopists improved patient safety and sedations' quality
during the procedure. Simulation should be considered as a valid
teaching tool, which is an enormous challenge to the anaesthesiologists.
Introduction: Pedagogical content knowledge (PCK) refers to specialized Education; Knowledge; Physiology;
knowledge resulting from the practice and experience of the teacher in Teaching
the classroom. It is necessary to make progress in the understanding of
the pedagogical knowledge of the university professor who teaches
human physiology. Objective: To explore the types of contents,
knowledge of the students, teaching strategies and representations,
assessment and pedagogical guidelines used by university professors
who teach physiology of the respiratory system. Materials and methods:
Multiple case study conducted in four physiology professors of a medical
program. A self-directed content representation questionnaire was
applied, physiology classes related to the respiratory system were
videotaped, and a record of evidence protocol for PCK was used. Results:
The population consisted of four subjects: two expert and two novice
professors. The way in which they understood the learning processes of
the students, the knowledge they have about the strategies and
representations they use and about the different approaches to evaluate
learning were characterized. Each professor showed a different vision
and teaching purpose. Conclusions: Studying PCK components is
necessary to make visible the pedagogy and didactics used by professors
who teach human physiology. © 2017, Universidad Nacional de
Colombia. All rights reserved.

Introduction: Different research results show the importance of studying Education; Occupational therapy
the teaching processes used with occupational therapists and their (MeSH); Teaching
positive impact on formative research, theoretical understanding and
academic performance. Objective: To identify the characteristics of
second semester students of Occupational Therapy at Universidad
Nacional Colombia, their educational background, as well as the results
of active learning applied on the subject Occupation and Welfare,
offered during the year 2010. Materials and methods: Descriptive
qualitative study directed to know the results of the didactic method
used during the course from the perspective of the students. Results:
The study made evident the commitment and responsibility of the
students when developing active learning strategies, as well as the
change in role of the teacher when designing training objectives and
contents. Conclusions: Active learning is useful in the training of
occupational therapists. Some research highlights the importance of
education, autonomous learning and social and affective development in
occupational therapy. © 2017, Universidad Nacional de Colombia. All
rights reserved.
We present the results of an investigation of the pedagogical changes Pedagogical practices; Public
experienced by five teachers and five academic coordinators of remote universities; Remote education;
education programs in higher education. It was conducted taking a Teaching; Use of ICT
qualitative approach, by means of the ethnographic method, applying
semi-structured interviews, observation of some systems of
management of learning, and applying questionnaires to students. We
observed a professor who adapts to the context of the information and
knowledge society, who is changing his teaching and learning
methodology, who is learning to use web-based resources. His practice
in remote education has helped him develop skills such as autonomy,
self- reliance, and administration of time; he has begun to design digital
content for online accompaniment; formulate other techniques for
monitoring and evaluation; work collaboratively, and promote the use of
ICT among students. © 2016, Instituto de Investigaciones sobre la
Universidad y la Educación (IISUE).

Background: Medical Education, according to the constructivist Education; Faculty; Learning;

education paradigm, puts students as the protagonists of the teaching Medical; Medical; Undergraduate
and learning process. It demands changes in the practice of teaching.
However, it is unclear whether this new model is coherent with the
teachers’ ways to cope with learning. Aim: To analyze the relationship
between teaching practices and learning strategies among teachers of
health careers in Chilean universities. Material and Methods: The
Teaching Practices Questionnaire and Learning Strategies Inventory of
Schmeck were applied to 200 teachers aged 24 to 72 years (64%
females). Results: Teachers use different types of teaching practices.
They commonly use deep and elaborative learning strategies. A multiple
regression analysis showed that learning strategies had a 13% predictive
value to identify student-centered teaching, but they failed to predict
teacher-centered teaching. Conclusions: Teaching practices and learning
strategies of teachers are related. Teachers frequently select
constructivist model strategies, using different teaching practices in their
work. © 2016, Sociedad Medica de Santiago. All rights reserved.
Objective To determine empathy levels and its relationship with Attitudes and practices in health;
sociodemographic, academic and family factors in nursing students. Empathy; Knowledge; Nurse-
Method Cross-sectional study, 196 nursing students were randomly patient relations; Nursing Students
selected at the University of Cartagena, Colombia. A questionnaire that
asked about sociodemographic, family and academic factors and the
Scale of Physician Empathy Jefferson-version S were applied. Shapiro-
Wilk test was used to assess the normality assumption. t Student,
ANOVA, Pearson test and simple linear regression were used to establish
the relationship (p &lt; 0.05). Results The global empathy score was
108.6 ± 14.6; statistically significant associations between global
empathy with the training year (p = 0.004) and grade point average
(R2 = 0.058; p = 0.001; r = 0.240) were found. Moreover, the
“perspective taking” dimension with provenance (rural/urban)
(p = 0.010) and family functioning (p = 0.003); the “compassionate care”
dimension with the training year (p = 0.002) and the “putting themselves
in the place of the patient” dimension with academic performance
(p = 0.034). Conclusion The empathy levels in nursing students may vary
depending on various personal and academic factors,these
characteristics should be taken into account for implementing teaching
strategies to promote higher empathy levels since the early training
years. © 2016 Elsevier España, S.L.U.

Background: Teaching practice is one of the most complex topics of the Education; Educational
training process in medicine and other health care careers. The Teaching measurement; Faculty; Medical;
Practices Questionnaire (TPQ) evaluates teaching skills. Aim: To assess Medical; Teaching
the factor structure and internal consistency of the Spanish version of
the TPP among health care teachers. Material and Methods: The TPQ
was answered by 315 university teachers from 13 of the 15
administrative Chilean regions, who were selected through a non-
probabilistic volunteer sampling. The internal consistency of TPP factors
was calculated and the correlation between them was analyzed. Results:
Six factors were identified: Student-centered teaching, Teaching
planning, Assessment process, Dialogue relationship, Teacher- centered
teaching and Use of technological resources. They had Cronbach alphas
ranging from 0.60 to 0.85. Conclusions: The factorial structure of TPQ
differentiates the most important functions of teaching. It also shows a
theoretical consistency and a practical relevance to perform a diagnosis
and continuous evaluation of teaching practices. Additionally, it has an
adequate internal consistency. Thus, TPQ is valid and reliable to evaluate
pedagogical practices in health care careers. © 2016, Sociedad Medica
de Santiago. All rights reserved.
The clinical teacher of nursing is an essential part in the educational Clinical clerkship; Nursing; Nursing
process of nursing students. The objective of this study was to describe education; Nursing faculty; Nursing
the experience in clinical teaching of nurses at public hospitals from the faculty practice; Students
South of Chile. Materials and methods: This is a qualitative, descriptive
study, based on principles from the constructivist theory. The study's
population consisted of 22 nurses. Semi-structured interviews were
applied. Results: It was found that the experience of the clinical teaching
role is assumed as a process whose core idea is professional
responsibility. The findings reaffirm positive feelings such as the
reinforcement of self-concept and the idea of transcendence through
others. Furthermore, frustration appears as a negative feeling and the
undervaluing of teaching as an obstructive component in the process.
Finally, lack of time is also mentioned as an obstacle, for that reason it is
necessary to consider assigning time for teaching as part of their usual
activities in order to improve the quality of clinical teaching. Conclusion:
the evaluation of the clinical teaching role is mainly linked to recognition,
assignment of time and space for appropriate and quality teaching. This
teacher's role is critical in praxis coming from clinical experiences,
especially in the final period of training; therefore, understanding the
universe of experiences of nurses in training process should be a
permanent concern of educational institutions, in order to develop
strategies to improve the different teaching-learning scenarios and the
quality of higher education in these matters. © 2016, Universidad de
Concepcion. All rights reserved.
Introduction Simulation has been used as a learning tool in different Psychiatric interview; Simulated
disciplines and professions, including medicine and its specialties. Its patient actor; Simulation scenario
usefulness is directly related to the integration of objectives, contents,
methodologies and specific resources in each area of knowledge.
Objective To describe the development of an educational experience
implemented in the Pontificia Universidad Javeriana Cali (Cali, Colombia)
with medical students of Human Behavior II program, between 2012 and
2013. This experience was performed with simulated patients played by
actors of the Altergesto theater group, that were interviewed by
students under the supervision of psychiatrists and teachers of the
subject, using the Simulated Hospital of the University. Methods A
historical development recall of the teaching sequence was made from
the first half of 2012 to the second half of 2013, a statement of
pedagogical objectives, and a description of the teaching-learning
strategies. Results 158 interviews were conducted over a period of two
years during which it was necessary to raise methodological solutions to
adapt this teaching sequence to the content and objectives of the
subject. Conclusions The high-fidelity simulation, integrating actors who
represent psychiatric patients mixed with the technology of a Simulated
Hospital was useful to achieve compliance with the objectives proposed
in the course of Human Behavior II, as a part of the program of Medicine
at the Pontificia Universidad Javeriana Cali. In parallel, the construction
of experience as an interdisciplinary project and the practical approach
of this strategy may impact on cognitive, emotional, behavioral
dimensions of the participants, encouraging meaningful learning. An
easy access database for the collected material and the study of the
effects of this strategy in the formation of long-term students is needed.
© 2015 Asociación Colombiana de Psiquiatría. Published by Elsevier
España, S.L.U. All rights reserved.

Objective: To identify nursing students' learning styles profiles and Learning; Nursing education;
statistically relate them to their academic performance in two courses in Nursing students; Teaching
the first year of Nursing. Method: Honey-Alonso Learning Styles
Questionnaire (CHAEA) was applied. It was available to 193 students who
responded it on an electronic spreadsheet and sent it via e-mail,
according to established ethic rules. Comparative analyses, scores of
learning styles and grades of evaluations of each course were carried out
using the Infostat program. Two successive cohorts (2009-2010) were
analysed. Results: Most of the students present 3 or more learning styles
with moderate to higher than moderate scores, who showed test results
with grades that were average or higher each year. Conclusion: It is
suggested that in order to get better academic performance, teachers
must know the students' learning styles and design pedagogical tools to
promote the different learning styles so students can become aware of
their own style. © 2016, Universidad de Concepcion. All rights reserved.
This paper proposed the application of data mining to identify the Colombian teachers; Psychosocial
psychosocial risk level in teaching elementary, middle y high school risk factors classification; Teaching
education in Colombia. A sample of 1100 data records corresponding to elementary data mining; WEKA J48
individual assessments were analyzed and processed. The samples were
used as input data to the data mining tool called WEKA. Results were
compared to assess the performance when applying data mining
techniques and classification trees J48 and Naive Bayes. Finally, the
application of this predictive tool allows the accuracy 91% compared to
the clinic diagnostic. It is concluded that the method can be used tool for
preventing the occurrence of psychosocial risk factors in Colombian
public school teachers.

The production of new knowledge is one of the cardinal functions of any Innovation; Institutional policy;
complex university, or any university that wants to be complex; Quality management; Reflection
therefore, these educational institutions should be able to develop action; Teaching research;
strategies to contribute to this complexity. Considering this brief University management; University
contextual preamble, this work is intended primarily as exposing the first teaching
progresses about the experience on managing research centers in
university teaching and its effect in the creation of new knowledge, in an
university of the State of Chile. Methodologically speaking, it is about a
case of study that includes both quantitative and qualitative evidence,
which has been oriented to understand the dynamics that have occurred
in the implementation of this strategy, aimed at generating new
knowledge, feasible to be published in refereed academic journals. In its
first version in 2014, this initiative covered a total of thirty-one people
summoned and, for its version from 2015 to 2016, the activity has
expanded its coverage to more than ninety participants and generated
38 new documents. © 2016, Revista Venezolana de Gerencia. All rights
reserved.
In this research, the geospatial position of the main university sector of Equity; GIT; Location analysis;
the city of Manizales and its relation with the operational characteristics University education; Urban
of the transport network and the strata of users (students and teachers) accessibility
is analyzed. The applied methodology is based on four stages with the
target of knowing the integral average accessibility offered by the
transport network to the university community, through a geostatistical
model. The study showed that students who live in neighborhoods of
lower strata have to invest more time to go to the University. The results
obtained with students and teachers who live in neighborhoods with
high stratum situation is the opposite, consuming less travel time. The
results show the spatial inequality which is reflected in high travel times,
and the lack of real possibilities to arrive in the university sector. It is
concluded that it is necessary to expand the variety of transport and to
improve the quality of transport modes that come to this sector from the
residence of students and teachers.

Objective: to cross-culturally adapt and validate the Nursing Student Nursing student; Personal
Satisfaction Scale (NSSS) for use with nursing students in the Brazilian satisfaction; Validation studies
context. Method: this was a quantitative exploratory and descriptive
study using a cross-sectional design conducted with 123 undergraduate
nursing students studying at a public university in the south of Brazil. The
cross-cultural adaptation was performed according to international
guidelines. Validation for use in a Brazilian context was performed using
factor analysis and Cronbach’s alpha. Results: based on the expert
committee assessment and pre-test, face and content validity were
considered satisfactory. Factor analysis resulted in three constructs:
curriculum and teaching; professional social interaction, and learning
environment. The internal consistency of the instrument was
satisfactory: the value of Cronbach’s alpha coefficient was 0.93 for the
instrument as a whole, and between 0.88 and 0.89 for the constructs.
Conclusion: the Brazilian version of the Nursing Student Satisfaction
Scale was shown to be reliable and validated for the evaluation of
student satisfaction with undergraduate nursing programs, considering
the aspects teaching activities, curriculum, professional social
interaction, and learning environment. © 2016 Revista Latino-Americana
de Enfermagem.
Background: Since 2010, the Faculty of Medicine at Finis Terrae Academic training; Education;
University implemented a training program aiming to train health Medical; Planning; Teaching;
professionals in effective educational practices. Aim: To evaluate the Techniques
effect of training in teachers who are in charge of planning courses,
conducting classes and learning assessment. Material and Methods:
Quality of planning, lecture performance and academic performance of
students were evaluated in 55 teachers prior and after attending the
training course on teaching methodologies and in 47 teachers not
attending the course. Results: The percentage of trained teachers
complying with the aforementioned indicators was significantly higher
than those without training (p < 0.01). There were significant differences
in favor of the group of teachers who attended and passed the Diploma.
Trained teachers had significantly higher students’ approval rate. (Odds
ratio 4.5, p < 0.01). Conclusions: The teaching Diploma in Health Sciences
improved the planning, teaching and academic performance of teachers.
© 2015, Sociedad Medica de Santiago. All Rights Reserved.

The research aims at knowing how university professors from the Higher education; Scientific
Pontificia Universidad Javeriana, Bogotá-Colombia use digital technology information; Teaching; Trajectories
tools to support their teaching. The methodology used combined of use
qualitative and quantitative strategies that enabled the understanding of
the uses of technological tools by professors. Results helped to
determine conceptions of technology, levels of approach to ICT and
definition of ICT usage by university professors. In this article the
discussion on the paths developed by professors when using ICT is
presented; the findings show the possibilities offered by mapping the
trajectories described.
Introduction: The Facultad de Medicina of the Universidad de La Sabana Colombia; Education; General
routinely uses lectures as the major educational strategy in clinical areas. surgery; Learning; Lectures;
Since 2012, a curriculum in context and a flipped classroom were Medical
introduced in the surgery course. Objective: To compare the impact of
lectures versus the flipped classroom model in the learning environment
in surgery. Materials and methods: The Dundee Ready Education
Environment Measure (DREEM) questionnaire was administered to four
cohorts of students. The five domains and the overall scores for both
strategies were analyzed, and ANOVA was used to determine the
differences among the domains (p < 0.05). The internal consistency was
assessed using Cronbach's alpha coefficient. Results: There were 207
participants (men: 36%) that completed the questionnaire (age: 21.9 ±
1.49 years old). The overall DREEM score and the subscales were higher
with the flipped classroom, which suggests that this environment had a
higher level of excellence. The ANOVA for each domain and the overall
scores showed no differences with a flipped classroom. However,
significant differences were identified in all domains and the overall
scores with lectures (p < 0.01). There were high levels of reliability
(Cronbach > 0.90) for all measurements in both environments, and there
was consistency across all cohorts. Conclusions: The flipped classroom
strategy showed a higher score than the lecture-based approach
according to the DREEM questionnaire. Identifying factors with a
negative score is crucial to improving the learning environment. It is
necessary to conduct further measurements over time to ensure the
quality and success of the strategy.
Background: In 2007, a Clinical-Case-Portfolio (CCP) was introduced as a Assessment; Clinical case;
new assessment instrument for fourth grade undergraduate medical Educational; Medical; Portfolio;
students. Since then, several changes have been implemented such as Students
reduction on the number of clinical cases, peer review and the
introduction of virtual patient to the portfolio. Aim: To describe the
virtual patient model incorporated to the CCP and assess the perception
of this change and its effects on the performance of undergraduate
students. Material and Methods: Virtual patients were implemented
based on prototype clinical cases with specific syndromes. Students’
perceptions about CCP before and after the introduction of virtual
patients were evaluated using a validated questionnaire that was
answered voluntarily and anonymously. Results: Overall perception of
CCP significantly improved after the incorporation of virtual patients
(97.1 ± 24.9 and 111.3 ± 25.7 points; 57.8 and 66.2% respectively). The
same improvements were observed for the domains “Student Learning”,
“Organization and Evaluation”, “Teaching Methodology” and
“Integration”. In both years, students obtained high grades in CCP
evaluations. However CCP grades were not significantly correlated with
integrated final grades. Conclusions: The incorporation of virtual patients
improved undergraduate students’ perception of CCP. © 2015 Sociedad
Medica de Santiago. All rights reserved.

In this paper we propose a tool for the teaching of classical mechanics, Dynamical systems; Lagrange
modeling dynamic systems with equations of Lagrange, from the equation; Simulation; Teaching
simulation in Matlab ®r. This approach allows students to basic science
and engineering, develop skills in programming, numerical analysis, with
the use of physics as a fundamental tool for modeling and simulating
complex dynamical systems, such as: industrial robots, biped robots and
mechanical systems for the purpose of analyzing and studying their
kinematic and dynamic properties. This methodology was tested in the
course of Dynamical Systems, University of Cauca, proving to be a quick
and easy tool for students learning program in Industrial Automation
Engineering.
Objectives. To describe the experience and results of the implementation Education; Faculty; Medical; Staff
of a faculty development program for professors of Medicine in the development; Teaching
Medical Education Certificate program developed at the School of
Medicine, Pontificia Uniersidad Catolica de Chile. Materials and
methods. This was a descriptive, cross-sectional, quantitative and
qualitative study. The population consisted of all graduates of the
program until 2011. A questionnaire with open and closed-ended
questions was applied, exploring different levels of impact using the
Kirkpatrick evaluation model. Results. Over 97% expressed a high degree
of satisfaction (Kirkpatrick level 1). Most respondents reported changes
in learning, knowledge and teaching skills (Kirkpatrick Level 2) with
statistically significant differences in retrospective pre-post
questionnaires 93% reported having improved their teaching
performance generally, and 85% in a specific performance (Kirkpatrick
Level 3). At level 4 of the Kirkpatrick evaluation model, most perceived
an increased interest in teaching and 69% reported being valued more
highly at the institutional level. Five categories emerged from the
qualitative analysis: value given to teaching and of training in teaching,
importance of teaching skills, the contribution of teaching to the
professional role, contribution to personal development and
strengthening of the academic community. Conclusions. The effects of
this faculty development program in medical education have been
positive. Professors of Medicine, in addition to improving their teaching
performance, perceived changes in personal development, in their role
as physicians, in the academic community and in the institution. © 2014,
Instituto Nacional de Salud. All rights reserved.

This study analyses the contribution of a problem-situation approach Ionic bonding; Learning; Metallic
linked to teaching tools for the teaching of the concepts of ionic bonding bonding; Problem situation;
and metallic bonding. Students of chemistry of the Federal Rural Teaching
University of Pernambuco in Brazil participated in the study. The
methodology involved: i) developing a problem-situation; ii) a didactic
intervention that made use of theoretical classes, simulations, videos
and hypermedia; and iii) manual preparation of crystal lattices with use
of styrofoam balls and toothpicks. The results showed that the students
were able to identify the electrostatic nature of the chemical bonds,
correctly classified the type of chemical bond and represented the
crystal structures of ionic and metallic compounds, as expected.
However some alternative conceptions were identified. For example, the
association of the strong bond to the ionic compounds compared to
metallic substances.
Physiology teaching began with Claudius Galenus (c. 126-199 AD), known Multidisciplinary laboratory;
as Galen, who is considered the initiator of experimental physiology. This Physiology; Teaching
discipline was consolidated in the XIX century with the discoveries of
Claude Bernard, which influenced the way of teaching this discipline in
universities, independently from Anatomy. In Mexico, physiology
teaching started in 1580. It was at the beginning of the XIX century when
Valentín Gómez Farías created the professorship in Medical Sciences and
Daniel Vergara Lope carried out its consolidation when he implemented
a lab course. Doctor José Joaquín Izquierdo established that this subject
ought to be taught by teachers with experience in research.
Undoubtedly, formative physiology teaching carried out in labs must
strengthen the application of method and scientific methodology in
students. In this symposium, we put forward that the change in
physiology teaching must promote multidisciplinary research in students,
who will formulate a research question and develop an experimental
model that will let them integrate their basic knowledge of physiology,
pharmacology, biochemistry, and functional anatomy under the
supervision of a research teacher. © 2014 Academia Nacional de
Medicina. All rights reserved.

Background: In health sciences, the predominant teaching methodology Educational measurement;

is traditional and emphasizes conveying knowledge. Nonetheless, new Learning; Teaching
abilities must be taught now. This change shifts the prominence from
professor to student and incorporates a concept called self-regulated
learning, which involves the professor as a mediator and incorporates
guidelines that facilitate learning diverse skills. Aim: To compare the
effects of two teaching methodologies on the learning of key scientific
concepts among health science students. Material and Methods: Two
subgroups of equally complex concepts were randomly chosen to be
taught either using traditional or self-regulation methodology. For the
self-regulation methodology, two groups were formed. One learned only
through self-regulation guidelines and the other learned through classes
where the professor was a mediator. One hundred thirty seven freshman
students from medicine, physical therapy, and nursing careers
participated voluntarily in the study. Results: Self-regulation
methodology impacted the learning process of scientific concepts in a
positive way and showed significant differences with traditional teaching.
The sole use of self-regulation guidelines alone generated similar results,
compared to those obtained by students who attended lectures.
Conclusions: Self-regulated learning would improve in learning efficiency
and would reduce face-to-face class time.
The design of the program for the promotion of personal potential and Child; Dangerous behavior;
prevention of risky health behaviors in school-aged children, PILAS! Preventive health services; Primary
Better Adults, Better Kids, was based on local and international evidence schools; Programs
on programs for the prevention of school-based violence. The program
offers a training process for parents and teachers through active
methodologies and advice (provided for 10 months) based on topics that
encourage individual child development and the delegitimization of
violence in everyday interactions. A total of 306 teachers, 800 parents
and 12,800 children benefited from the program. An initial measurement
was conducted using a scale ranging from 0 to 100 in a sample of 1751
children. The results showed an average of 80 in the children's social
skills, but caregivers reported high levels of aggression. Communication
and supervision failures were found among parents, as well as
punishment practices through psychological and physical aggression.
Another finding was low social cohesion in the neighborhood. © 2013
SESPAS.

A methodology for detecting learning styles in students using Learning Learning environments; Learning
Management System (LMS) based on Felder and Silverman test is styles; Moodle platform; Teaching
proposed. To construct the product the methodology for software
development by components was used and the lstest Moodle module
was adapted. The proposed methodology can detect learning styles that
students possess, placing them as active-reflective, visualverbal, sensory-
intuitive and comprehensive-sequencing according to Felder and
Silverman. As a case study, the methodology was tested by a group of
freshmen students of the Systems Engineering program of the University
of Cartagena in Colombia. With the use of this tool the instructor can
apply learning strategies allowing the construction of resources and
materials adapted to the student.
Objective. To compare empathic orientation among medical students Empathic orientation; Empathy;
from three schools of medicine in Colombia and one in the Dominican Empathy components; Jefferson
Republic. Material and Methods. Empathic orientation of medical Scale of Physician Empathy (JSPE)
students was measured using the Jefferson Scale of Physician Empathy
(JSPE), Spanish version for students (the "S" version) validated in Mexico
and Chile, and culturally adapted to Colombia and the Dominican
Republic. Data were compared using a three-factor analysis of variance
(model III) and a discriminant analysis. Results. No differences in
empathic orientation were observed among courses and between sexes,
but differences were found in schools of medicine considered as a unit in
each studied country. Conclusions. Empathic orientation levels tend to
reduce as courses advance. This was observed in both male and female
students and in all schools analyzed.

The study of calculus plays an important role when it is necessary to Derivative; Learning; Teaching;
quantify or measure any phenomenon. However, in general, in the Variational thinking
educational system, formal construction processes and algorithmic
aspects have been prioritized. Seeking to answer this problem, an
investigation addressing the study of the derivative was started. The
work was framed from the perspective of Variational Thought and
Language, which studies the relationship between research and social
practices that rules the mathematics of change and variation in
educational systems. In a didactic engineering context, a sequence was
designed and presented in a Mathematics II class attended by
Agricultural Engineering students. The activities made it possible to
analyse different scenarios of variation (which magnitudes change, how
and how much they change), characterize variations between
magnitudes, through the calculation of rates of change, and explore how
the slope of a curve is related to the rate of change. Its presentation
from different representations contributes to the development of one of
the cognitive processes involved in mathematical thinking: visualization.
In this article, the theoretical and methodological aspects that support
the design of the sequence are briefly described, and some results of its
implementation from the observation of the activities developed by the
students are presented. The proposal managed to motivate students.
The discussion of the results will contribute to the optimization of the
sequence.
Tópico 1 Tópico 2 Tipo de estudio
Enfoque metoodológico Variables Instrumentos
Motivos de exclusión Motivos de inclusión
No responde la pregunta de
investigación